HESI Fundamentals - Set 2 - Part 3
Test your knowledge of technical writing concepts with these practice questions. Each question includes detailed explanations to help you understand the correct answers.
Question 41: A nurse is teaching a student about pain assessment principles. The student asks how to handle a patient who reports severe pain but appears comfortable and is laughing with visitors. The nurse explains the foundational concept that guides bedside pain assessment and documentation in this and similar clinical situations frequently.
Question 42: A nurse is selecting a pain scale for a preverbal toddler who cannot self-report pain. The nurse considers the validated tools for this age group. The most appropriate option uses observable behaviors to estimate pain level rather than asking the child to point at a number on a chart.
Question 43: A nurse is comparing two patients with reported pain. One is recovering from yesterday's appendectomy with sharp pain at the incision, while the other has had lower back pain for three years. The nurse considers how chronic pain differs from acute pain in clinical features and management.
Question 44: A nurse is planning pain management for a postoperative patient and considers a multimodal approach. The plan combines methods that target different pain pathways and reduce reliance on any single drug class. The nurse selects an example of multimodal analgesia that fits this patient's stable postoperative status.
Question 45: A nurse just administered intravenous morphine to a patient with severe postoperative pain. The nurse considers the appropriate timing for reassessment of pain after this route of administration. Reassessment is part of the nursing process and must occur within a window suited to the medication's onset of action.
Question 46: A nurse is starting a head-to-toe assessment on a newly admitted patient. The nurse considers the first systematic step that frames the rest of the exam. The general survey gives the nurse a quick impression that informs decisions about pace and scope of the rest of the assessment.
Question 47: A nurse caring for a patient on a busy floor notes a sudden change. The patient was alert and oriented one hour ago and now appears drowsy, hard to arouse, and confused about the date. The nurse considers the priority neurologic action before contacting the on-call provider for direction.
Question 48: A nurse auscultates the lungs of a patient with a recent worsening cough. The nurse hears coarse crackles in the bilateral lower lobes that do not clear with cough. The patient also has a low-grade fever, fatigue, and reduced appetite. The nurse considers the most likely concern to communicate.
Question 49: A nurse is performing an abdominal assessment on a stable patient. The nurse considers the standard order to avoid altering bowel sounds before they are heard. The order matters specifically for the abdomen because mechanical contact can change the very findings the nurse is trying to record systematically.
Question 50: A nurse caring for a patient with a new long-leg cast performs a neurovascular check on the affected limb every two hours. The nurse considers the elements that detect early compartment syndrome or nerve compromise. Each element provides specific data about circulation, sensation, and movement of the limb.
Struggling With Exams?
Less Time Studying, More Time Living – Finish Your Degree Faster! Pay-After-you-Pass!
Get Exam Support